Passage 3
Among other factors, disordered eating has been linked with immigration,
acculturative stress and Western beauty standards of thinness. Acculturation as a
complex and interdisciplinary phenomenon has been defined in multiple ways, all
implying meeting of cultures and the subsequent changes in individuals or groups.
Psychological acculturation refers to the changes an individual experiences as
a result of culture change while adjusting to a new dominant culture…Migrationrelated psychological distress and mental health vulnerability of immigrants
and refugees have been recognized by an abundance of research prompting
researchers to propose that culture change and adopting to Western lifestyles
posed certain risks for psychological well-being among diverse populations.
This study aimed to examine the association between immigration, acculturation
strategies and eating patterns.
Acculturation was conceptualized and measured by acculturation strategies of
integration (maintaining original culture and adopting the new culture), assimilation
(adopting the new culture and leaving behind the old), separation (sticking with the
original culture only) and marginalization (maintaining/adopting neither culture).
Eating patterns were conceptualized by dietary restriction, eating concern, shape
concern, and weight concern…
Five hundred and six Georgian women took part in the study: 253 living abroad (UK
and USA) and 253 living in Georgia. Measures included East Asian Acculturation
Measure (EAAM) for acculturation strategies (assimilation, integration, separation,
and marginalization subscales) and Eating Disorder Examination Questionnaire
(EDEQ) for eating patterns (dietary restriction, eating concern, weight concern,
shape concern subscales, and global score). Relevant demographic variables and
Body Mass Index (BMI) were recorded.
Correlational analyses showed that marginalization and separation appeared
to have strong statistically significant positive correlations with eating concern,
shape concern, weight concern, and global scores. Integration appeared to have
marginal negative correlations with eating concern and shape concern outcomes.
No correlations were identified between EDEQ restriction concern and any
acculturation strategy. The strategy of assimilation was not linked with any EDEQ
score either.
Comparisons of immigrant and nonimmigrant groups using Multivariate Analysis
of Covariance (MANCOVA) with BMI as a covariate found a difference in dietary
restriction only, with immigrants yielding higher mean score than non-immigrants.
The global EDEQ scores of immigrant and nonimmigrant groups were almost
identical though. Correlations between separation and marginalization and four
EDEQ scores were statistically significant and positive, while correlations between
integration and two EDEQ subscales were marginally significant and negative.
Regression analysis showed that separation and marginalization strategies of
acculturation were significantly linked with EDEQ eating concern, shape concern,
weight concern, and global scores thereby representing predictors of elevated
eating outcomes.
In summary, the findings on the links between immigration, acculturation strategies
and eating patterns of Georgian immigrants showed that…while living in a Western
country, acculturation strategies of separation and marginalization were associated
with higher eating concern, shape concern, weight concern and global scores of
EDEQ…
Culture Change and Eating Patterns: A Study of Georgian Women. Adapted from Ia
Shekriladze et al. (2019).
A medical student sees a patient who often dramatizes his symptoms for
the sake of gaining attention from the hospital staff. The medical student’s
supervisor complains about how often patients feign suffering and frequently
rolls his eyes as he makes his complaints. Over time, the medical student
spends less and less time with the patient during rounds each morning. Which
sociological phenomenon is occurring in this situation?
A) Teacher expectancy
B) Illness experience
C) Medicalization
D) Hidden curriculum
Correct answer is D
The hidden curriculum refers to what medical students and trainees learn throughout
their years of education in a “hidden” or indirect way. Unlike the explicit curriculum,
in which medical students are taught particular facts about pathophysiology or
pharmacology, often through overt methods of instruction such as lectures and
examinations, the hidden curriculum is delivered implicitly, and in a manner that is
often less-than-overt. The hidden curriculum can be taught through the attitudes
and behaviors that are displayed by supervisors, and although trainees may never
be explicitly taught to mimic these attitudes or behaviors, they often learn to do so
through interactions with others. Here, the student is indirectly learning to ignore
patients who are over-dramatic about their concerns, as evidenced by the fact that
the student spends less and less time with this patient over time. He was never told
to spend less time with the patient, but likely learned to do so after watching his
supervisor’s attitudes and behaviors. For this reason, Answer D is correct.
.svg)
